The purpose of this study was to investigate various textual characteristics of popular children television shows. More specifically, researchers examined both the quantity and quality of question asked (i.e., question training). Furthermore, several readability components among the different shows (e.g., narrativity, syntactic simplicity, referential cohesion, deep cohesion and word concreteness) were explored. Results revealed that not all shows are equal when it comes to the amount of question training that is available during an episode. It was also discovered that most of the shows do share similar, although counterintuitive, patterns regarding the different readability components.